L’INTERCULTUREL EN CLASSE : POUR UNE PRISE EN COMPTE DE LA SPECIFICITE CULTURELLE DANS L’INTERVENTION
Keywords:
éducation interculturelle, récits de pratique, culture, enseignants, maternelle, intercultural education, narratives of practices, teachers, preschoolAbstract
Cet article présente des résultats issus d’une analyse de récits de pratique d’éducation interculturelle en maternelle, analyse ayant mené à un ordonnancement en sept jalons en progression vers un idéaltype d’engagement envers l’enfant « d’une autre culture ». Plus spécifiquement, c’est la mise en dynamique de récits témoignant de deux de ces jalons qui nous permettra de pointer la nécessité d’une prise en compte de la spécificité culturelle dans l’intervention, sous l’angle du rapport à l’Autre qu’elle permet d’instaurer.
INTERCULTURALISM IN THE CLASSROOM : TAKING INTO CONSIDERATION CULTURAL SPECIFICITY IN INTERVENTIONS
This article presents an analysis of narratives of intercultural education practices at the preschool level. This analysis has lead to the sequencing of seven markers towards an ideal type of engagement with the child “of another culture.” The narratives of two of these markers point towards the necessity of taking into consideration cultural specificity in interventions from the perspective of establishing a rapport with the Other.
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